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幼兒園實踐例行性活動之歷程研究 = Process research of preschool routine activities

陳佳君國立臺南大學幼兒教育學系碩士在職專班民110[2021]

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題名:
幼兒園實踐例行性活動之歷程研究 = Process research of preschool routine activities
著者: 陳佳君
國立臺南大學幼兒教育學系碩士在職專班
主題: 例行性活動鷹架策略幼兒園教保活動課程大綱; routine activities scaffolding strategy Early Childhood Education and Care Curriculum Framework
描述: 本研究之目的，旨在探討教保服務人員以幼兒園教保活動課程大綱之精神為基礎，規劃運用鷹架策略並引導幼兒進行例行性活動之歷程，同時探討教保服務人員在執行例行性活動之省思及成長。本研究採行動研究法，以研究者任教的班級為研究場域，藉由例行性活動觀察記錄、教師省思日誌、研究日記、例行性活動引導資料、全園性教保活動課程發展會議記錄、幼兒在家自理行為調查表、雙週報家長回饋的文件資料蒐集，並透過教師訪談方式，進行資料的三角檢證，歸納整理出本研究主要發現如下：一、研究者執行七項例行性活動歷程中，運用六種鷹架策略：示範鷹架、材料鷹架、語文鷹架、同儕鷹架、回溯鷹架、架構鷹架，每項例行性活動需運用不同且適切的鷹架策略。二、實踐例行性活動反轉教保服務人員的課程思維，包括： 1.觀察幼兒起始行為能力，搭建合宜的鷹架策略。 2.給予幼兒足夠時間與提供學習機會，相信幼兒有能力做到。 3.教師間協同合作對例行性活動的重要性。 4.調整對例行性活動的心態：不只是例行性工作而是統整性課程。根據本研究之結果，分別提出幾項建議，提供給教保服務人員、家長以及未來有興趣做相關研究者之參考。.
The purpose of this study is to investigate the implementation of Early Childhood Education and Care Curriculum Framework (ECEC Curriculum Framework) in preschool routine activities, and how teachers applied scaffolding strategies in the process of routine activities, as well as teachers’ adjustments, self-reflection and professional growth in the process. Action research method was applied in the study. The study field was the researcher’s class of 29 children. Data were collected from observation records of routine activities, observation videos and pictures, teacher’s reflection diary, discussions with collaborating teachers, research notes, Curriculum development meeting records of the kindergarten, questionnaires of Children's Self-care Behavior at Home, and feedback from parents. Interviews with collaborating teachers were conducted. The research findings are summarized as follows. 1. In the process of conducting seven routine activities, the researcher used six types of scaffolding strategies, namely, demonstration scaffolding, material scaffolding, language scaffolding, peers scaffolding, backtracking scaffolding, and structure scaffolding. While each routine activity requires appropriate scaffolding strategy, different scaffolding strategy can be used in the same routine activity. 2. The process of implementing routine activities changed teachers’ perspectives of curriculum, including： (1) Children's initial ability should be observed before applying appropriate scaffolding strategies. (2) For children to do well in routine activities, allowing sufficient time and planning learning opportunities for children to practice are needed, and should have faith that children are capable of doing so. (3) Collaboration among teachers is important in implementing routine activities. (4) Perspectives of routine activities changed from merely routine work to integrated curriculum. Based on the findings of this research, suggestions are made f
出版者: 碩士論文--國立臺南大學幼兒教育學系碩士在職專班.
建立日期: 民110[2021]
格式: [22],200面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

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幼兒園實踐例行性活動之歷程研究 = Process research of preschool routine activities

陳佳君 國立臺南大學 幼兒教育學系碩士在職專班 民110[2021]

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陳佳君國立臺南大學幼兒教育學系碩士在職專班民110[2021]